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![[Under Construction]](images/bistric-tr.gif)
CENTAR
ZA POTICANJE DAROVITOSTI DJETETA
Dr. Jasna C.Lay
Founder and vicepresident,
Specialist in Gifted Education
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Contents of the handbook for teachers
HE IS GIFTED, WHAT SHOULD I DO WITH HIM?
INTRODUCTION
CHAPTER 1
WHAT KIND OF CHILDREN ARE WE TALKING
ABOUT?
A LITTLE BIT OF THEORY
Examples from
practice
1.1. Who is a “gifted
child”?
1.2. The definition of
giftedness
1.1.2.Talent-gift: talent as a potential and talent as a
product
1.1.3.The basic components of
talent
CHAPTER 2
WHAT ARE THEY REALLY LIKE? CHARACTERISTICS OF
GIFTED CHILDREN AND OUR MISCONCEPTIONS ABOUT THEM
Examples from
practice
2.1. How can we recognize a gifted pre-school child? (3-7
years)
2.2. What are our most frequent mistakes
?
2.2.1.The family status of a
child
2.2.2.The child's
behaviour
2.2.3.The child's
knowledge
2.2.4.The child's physical appearance and
development
2.3. Some of the basic of gifted child in the educational
process
2.4. Gifted children's “inappropriate” behaviour caused by the
unfulfilled educational
needs
2.5. The most frequent prejudices about gifted children and the
programmes for the
gifted
CHAPTER 3
WHAT TO DO AND HOW TO DEAL WITH THE GIFTED CHILDREN
IN PRE SCHOOL
INSTITUTIONS
An example from
practice
3.1.The importance of respecting the gifted children's characteristics
end their special educational
needs
3.2.The basic principle of working with gifted pre-school children in the
kindergarten: individualizing and
differentiaton
3.3.The principles for creating the programmes for the
gifted
3.4.How to apply these principles
?
3.5.Possible approaches to working with
gifted
3.6.The group's
atmosphere
CHAPTER 4
WHAT KIND OF EDUCATOR DOES A GIFT CHILD
NEED?
Examples from
practice
4.1. The teacher's role in the education of the gifted pre school children
4.2. What kind of teacher do gifted pre-school children need
?
4.3 What should you do in order to become a better teacher of gifted
children?
4.4. How to apply it in
practice?
4.4.1.Use humor in the education of the gifted
CHAPTER 5
ACTIVE LEARNING AND CREATIVE THINKING OF GIFTED
CHILDREN
An example from
practice
5.1. Active learning and a gifted pre-school
child
5.2. I ask a lot, I know a lot: science on a child s
way
5.2.1.Children's
experiments
My imagination has no end: stimulation
of divergent thinking in gifted children
5.3.1. Games for stimulation of creative
thinking
5.3.2. Imagine-action: examples of games for developing
creative movement
expressions
5.3.3.The problems are easy to me, because the solutions are easy to see:
games for stimulating the creative problem
solving
My tongue is really quick, so my answer will be too:
stimulation of the child's verbal
abilities
5.5. I really like to think: some other games
that stimulate cognitive
processes
ADDITION: AN
EXERCISE
ADDITION: DIDACTICAL
DEVICES
CHAPTER 6
PROJECT TEACHING AND A GIFTED
CHILD
An example from
practice
6.1. The nature of child's comprehension- a good
foundation for the child's work on
the project
6.2. What is the project
teaching?
6.2.1.The basic principles of project
teaching
6.2.2.The child's activities during the
work on the project
6.3. The stages of working on the
project
6.4. The characteristics of the project planning of the educational work
6.5. The child's role in the
project
6.6. The role of the teacher – manager of the
project
ADDITION: AN
EXERCISE
CHAPTER 7
A GIFTED CHILD AND A
COMPUTER
An example from
practice
7.1. We educate the children today-for tomorrow. What kind of tomorrow?
7.2. What can a pre-school child do with
computer?
7.3. How can an educator use a computer
when working with gifted
children?
7.3.1. Computer as an electronic
toy
7.3.2. Computer as an electonic teacher
7.3.3. Computer as an electronic playgroup-
playground
7.3.4. Computer as an electronic
notebook
7.3.5. Computer as an electronic
pencil
7.3.6. Computer as an electronic “mud
clay”
7.3.7.Computer as an “electronic heart
“
ADDITION: Computer programmes/games and educational materials
LITERATURE
ABOUT THE AUTHORS
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